It's More Than Skills and Practices: Developing Teachers' Justice-Oriented Dispositions

• In Event: AERA Roundtable Session 1
  In Roundtable Session: Antiracism in Teacher Education: Preparing Teachers to Confront and Realize Justice Commitments

Abstract

While most accreditation processes evaluate how effective teacher education programs are at preparing teachers to have particular teaching skills, the impact of racism and inequity in education necessitates frameworks to guide pre-service teachers’ development of justice-oriented dispositions. In this qualitative study the authors engaged in collaborative critical reflection to describe their process of adapting a dispositions framework for preparing teachers who teach toward antiracism and social justice. They present three key learning moments that shaped the development of the framework. The preliminary evidence from this study suggests that developing dispositional frameworks is a dynamic process guided by critical learning moments.

Authors

• Tanya Maloney, Montclair State University

• Bree Picower, Montclair State University